Unit 2 Communicative Principles whereas foreign language is a “non-native language learnt and used with reference to a speech community outside national and territorial boundaries” like English learnt and used in China. （二语是指这样一种语言在使用该语言的国家里，作为非母 语学习和使用这种语言，如:在英国前殖民地学习和使用的英语 ；而外语是指这样一种语言在使用该语言的国家及其属地的 领域之外，作为非母语学习和使用的一种语言，如:在中国学习 和使用的英语。） Question: Why is CLT highly promoted in FLT? vIn real life: vThe traditional FLT: vThe consequence: a.the functions and forms b.Language skills c.The way to use or teach language Q1: What are the differences between language used in real life and language taught in the traditional FLT ? Q2: What is the final goal of FLT? And how to achieve it? (P.14-15) Questions In terms of functions and forms In real life: Language is used to perform certain communicative functions. The traditional FLT: focuses on forms rather than on functions. The consequence: The learners have learned a lot of sentences or patterns, but they are unable to use them appropriately in real social situations. In terms of language skills In real life: We use all skills, including the receptive skills and the productive skills. The traditional FLT: tends to focus on one or two language skills and ignore the others. The consequence:The learners cannot use the language in an integrated way. The students are puzzled about how to use the language in a particular context. In terms of the way to use /teach language In real life: Language is always used in a certain context. The traditional FLT: tends to isolate language from its context. e.g. the passive voice The consequence: The final goal of FLT : to enable the learners to use the foreign language in work or life. we should teach: that part of the language that will be used; in the way that is used in the real world. The language we teach in traditional FLT is not what we use in real-life communication. Conclusions Communicative Language Teaching (CLT): a possible solution The goal of CLT is to develop students communicative competence. 2.2. What is communicative competence? Communicative competence entails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative Competence includes knowledge of what to say, when , how, where and to say Five main components of communicative competence Hedge (2000: 46-55) discusses five main components of communicative competence: -linguistic competence -pragmatic competence -discourse competence -strategic competence - fluency (PP17-19) 1.linguistic competence语言能力是指理解语 言本身，语言形式及其意义的能力。语言能力包 含了拼写、发音、词汇、构词、语法、句型和语 义等方面的能力。语言能力是交际能力的基石， 一个不可缺少的组成部份。 2.pragmatic competence语用能力是指学习 者在特定的语境中针对特定的对象知道如何合适 清晰地表达自己的意图的能力。用 Hymes 的话 说就是知道 “何时说，何时不说，和谁，什么时 间，什么地点，以什么方式说些什么” 。 3.discourse competence 篇章能力是指在口语或书面语中理 解或创造连贯的上下文内容的能力，或称话语能力。 4.strategic competence策略能力是指如何在一个真实的交际 情景下保持交际渠道通畅的能力。它包括以下三个方面：1) 在口语和书面语冒险一试的能力；2)使用具体交际策略的能 力；3)习得具体交际策略中的常用语言形式。 5. fluency 语言流畅:语言流畅是指自如地把言语单元有效连 结起来的能力。流畅涉及语言的输出，多指口语的输出。流 畅包括三个方面：1）语义流畅，2）词汇，句法流畅，3） 发音流畅。 According to Hymes (1979), communicative competence includes four aspects: (p. 19) vknowing whether or not something is formally possible (grammaticality: grammatically acceptable); 知道形式上是否可能 vknowing whether something is understandable to human beings (feasibility);知道是否可行 vknowing whether something is in line with social norms (appropriateness in a social context);知道是 否得体 vknowing whether or not something is in fact done (what the language performance entails).知道实施 的条件 2.3 Implications for teaching (information gap) 2. Communicative desire; (real need) 3. (Focus on ) Content, not form; (message) (Exchanging information, not pattern practice) 4. Variety of language; (not just one language form, free to improvise/create) 5. No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the product or on communicative purpose rather than on the language.) 6. No material control. 2.6 Main features of Communicative activities For examples, please refer to Wang Qiangs book (2006) pp. 24-26 Rod Ellis罗德埃利斯教授曾获得英国伦敦大学博 士学位，现为新西兰奥克兰大学教授。主要研究 领域为第二语言习得与第二语言教学。Rod Ellis 教授在国际应用语言学和第二语言习得领域具有 卓著的学术声誉，发表了许多学术专著，编写了 一系列英语教程，并在许多国际著名学术刊物上 发表了具有学科前沿理论与观点的论文。 Task-based Language teaching is, in fact, a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teaching. 2.7 Task-based Language Teaching (TBLT) 2.7.1 Definitions of a task (P27-28) vMichael Long(1985)从非语言的角度把任务定义为：为自己 或他人所做的一种无偿或者有偿的事情。如填写表格、买鞋 子、订机票等。也就是说，任务是人们在日常生活、工作和 游戏中所做的各种各样的事情。 vDavid Nunan(1989)从交际的角度认为：交际性任务是指课 堂上学习者理解、处理、输出目的语或用目的语进行交流的 各种学习活动。在这些学习活动中，学习者的注意力主要集 中在表达意义上而不是在操练语言形式上。 vPrabhu (1987): 任务是学习者根据所给信息，经过思考等过 程，得出某种结论或结果的活动。在